AI LITERACY BEYOND STEM: RETHINKING TEACHER EDUCATION FOR THE AI ERA

Abstract

Artificial Intelligence (AI) is rapidly transforming education, demanding that educators possess a multidimensional literacy extending beyond technical skills to include affective, behavioural, cognitive, and ethical competencies. This study systematically investigates these four dimensions of AI literacy among 265 pre-service teachers (124 STEM, 141 non-STEM) at Institut Pendidikan Guru Kampus Pendidikan Teknik (IPGKPT) using the validated AI Literacy Questionnaire (AILQ) grounded in the ABCE framework. Results reveal that Ethical Learning (EL) and Affective Learning (AL) scored highest, indicating strong ethical awareness and motivation, while Cognitive Learning (CL) lagged, highlighting a persistent gap in foundational understanding. Notably, independent samples t-tests showed no significant differences between STEM and non-STEM groups in AL and BL, but a moderate advantage for STEM participants in CL and EL. These findings challenge the notion that AI literacy is exclusive to technical fields, underscoring the need for equitable, cross-disciplinary integration of AI literacy within teacher education. Building on previous research, the study identifies a disconnect between awareness and application, particularly in cognitive and behavioural domains. It recommends embedding hands-on, ethics-anchored, and discipline-inclusive AI training into teacher education curricula, aligned with the values of Education 5.0. The study further advocates for institutionalising a comprehensive AI literacy framework as a national competency model, ensuring that future educators are not only AI-literate but also equipped to lead ethical, inclusive, and transformative AI integration in Malaysian classrooms and beyond. This research offers actionable recommendations for curriculum reform and policy, aiming to empower educators with agency, adaptability, and ethical judgment in post-pandemic learning environments.